Enormous investments are being made in computers and Internet connectivity for schools. The aim is to provide high-quality learning and teaching and equip young people for the knowledge society.
What will schools look like in the future? What big trends are most influential in shaping education and how might these unfold in coming years? What policy questions need to be tackled today to open up desirable pathways into the future?
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This seminar in cooperation with the Universidad Nacional Autonoma de Mexico (UNAM) will review the forces behind the change, the main trends, and the action programs striving either for transformation or for regional or international convergence and compatibility of HE systems.
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Articles: An International Campus in Switzerland; The Relationship Between Capital Investment and Pupil Performance: An Analysis by the United Kingdom; The School of the Future; Different Possible Futures for Schools and Their Buildings: The OECD Scenarios; The Intelligent School; The Impact of Time on the Design of Learning Environments; The Learning Environment: Reflections on the Function of Facilities
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Improving the quality of, and access to, early childhood education and care has become a major policy priority in OECD Member countries. The early years are increasingly viewed as the first step in lifelong learning and a key component of a succe...
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The Centre for Educational Research and Innovation (CERI) at the OECD has initiated a set of reviews of national educational research and development systems. The purpose is to review the extent to which the educational research and development s...
School libraries and resource centres are changing in response to new technologies and new ways of learning. How should they be designed? What role will they play within the educational system and in society as a whole?
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The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.
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Like in most other countries after World War II, in the Netherlands the traditional system of educational quality control came to a definite end. This system was characterised by small numbers of students and intensive personal contact between th...
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The university degree system underwent considerable changes at the end of the 1970s: degrees based on subject levels were replaced by degree or study programmes, a credit called a "study week" (referring to c. 40 hours of study) was introduced as...